Effectiveness of Recasts in the Teaching of EFL

| June 26, 2008
Effectiveness of Recasts in the Teaching of EFL

Keywords: error correction, negative feedback, recasts, EFL

Bexi Perdomo
Universidad de Los Andes (ULA), Venezuela

Bio Data
Bexi Perdomo has been lecturer and workshops facilitator in national and international scientific meetings and has published articles on EFL and technology in education. She has been responsible for several sponsored research projects. She has been qualified for Venezuela s national program of enhancement for researchers of social sciences and humanities since 2006.

The present study assessed the effectiveness of oral recasts in an EFL classroom. Thirty-eight college students and a female teacher participated in the study in a western state in Venezuela. Students were expected to learn the right use of the auxiliary verb to have , and the use of past participles in the present perfect tense. They were divided into two groups. Each group was randomly assigned to one of two conditions: 1) recast or 2) explicit negative feedback. Positive feedback was provided for both groups. Pictures were used to elicit conversation and an oral test was performed to collect the data. Results supported the claim of the effectiveness of recast compared to explicit negative feedback. Based upon the results, the use of recast in college EFL classes is recommended.

See page 155-166

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Category: Main Editions, Volume 10 Issue 2